An Initial Evaluation of the Teacher-Child Interaction Direct Observation System: Measuring Teacher-Child Interaction Behaviors in Classroom Settings

Autor/inn/en	Sutherland, Kevin S.; Conroy, Maureen A.; Vo, Abigail; Abrams, Lisa; Ogston, Paula
Titel	An Initial Evaluation of the Teacher-Child Interaction Direct Observation System: Measuring Teacher-Child Interaction Behaviors in Classroom Settings
Quelle	In: Assessment for Effective Intervention, 39 (2013) 1, S.12-23 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508412463814
Schlagwörter	Teacher Student Relationship; Teacher Behavior; Student Behavior; Classroom Observation Techniques; Interaction; Intervention; Program Evaluation; Behavior Theories; Test Construction; Early Childhood Education; Preschool Children; Preschool Teachers; Behavior Problems + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Interaktion; Programme evaluation; Programmevaluation; Testaufbau; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin
Abstract	Children who engage in chronic problem behavior can present challenges for their early childhood teachers, and are more likely to develop negative relationships with these and other adults with whom they interact. Unfortunately, children who develop negative relationships with their teachers early in their school careers are more likely to have later academic and behavioral problems than children who have positive, supportive relationships. The salience of interactions between teachers and young children highlights the need for interventions that target building positive teacher-child interactions and increase the likelihood that these interactions are developmentally appropriate and supportive of children's emotional and behavioral growth, as well as assessment tools to evaluate the effectiveness of these interventions. The purpose of this article is to describe the Teacher-Child Interaction Direct Observation System ("TCIDOS"), an observation system designed to capture teacher and child behaviors during classroom interactions to evaluate the effectiveness of a classroom-based intervention targeting improvements in teacher-child interaction patterns. Following a description of our conceptual framework and the development of the "TCIDOS," we discuss preliminary reliability findings and future research directions as well as challenges inherent to collecting direct observational data in classroom settings. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10